Category Archives: Vouchers

Voucher system brings best education at lowest cost

July 7, 2012 – 1:01 am

The True Cost of Public Education

Uploaded by on Mar 5, 2010

What is the true cost of public education? According to a new study by the Cato Institute, some of the nation’s largest public school districts are underreporting the true cost of government-run education programs.

http://www.cato.org/pub_display.php?pub_id=11432

Cato Education Analyst Adam B. Schaeffer explains that the nations five largest metro areas and the District of Columbia are blurring the numbers on education costs. On average, per-pupil spending in these areas is 44 percent higher than officially reported. Districts on average spent nearly $18,000 per student and yet claimed to spend just $12,500 last year.

It is impossible to have a public debate about education policy if public schools can’t be straight forward about their spending.

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If we want the best education possible at the lowest cost for the inner city youth then we need to install the voucher system.

Census Bureau Confirms: DC Spends $29,409 / pupil

Posted by Andrew J. Coulson

Four years ago, I wrote an op-ed for the Washington Post revealing that DC spent nearly $25,000 per pupil during the 2007-08 school year. I calculated this figure from the public budget documents of the District of Columbia, which I subsequently summarized and linked on this blog.

No education reporter followed up on my findings, and much lower per pupil figures continue to be reported to this day. My $25,000 figure was even greeted with skepticism by analysts at free market think tanks. One state education policy analyst wrote to say that my figure was “out of line with credible information,” and that I gave my critics “too much ammunition with this clearly questionable set of statistics.”

Indeed, the Census Bureau figures for DC’s total K-12 expenditures were substantially lower than mine. I made a note to track down the discrepancy, but other projects intervened. When I updated my calculation to use DC budget estimates for the 2008-09 school year, I found that District spending had risen to over $28,000 / pupil. The comparable number for that year reported by the Bureau of the Census was just $18,181 (which you get by dividing the total expenditure figure in Table 1 by the enrollment figure in Table 15).

So you can see why most folks were skeptical. Skeptical, but wrong.

Back in March of this year I asked my then research intern to contact the Census Bureau and ask where they got their total spending data. It turns out, they got them from a DCPS official. We presented evidence to the Bureau that that DCPS official had missed a few line items when completing the Census Bureau’s forms—to the tune of about $400 million. The Census Bureau agreed and is in the process of obtaining corrected data for the 2008-09 year. In the meantime, they made sure to ask DC officials to include all relevant items when filling out their forms for the 2009-10 school year. The result: Census Bureau data now show DC spent a total of $29,409 per pupil (obtained by dividing total expenditures in Table 1 by enrollment in Table 15). This is just a bit higher than my calculation for the preceding year.

Kudos to the Census Bureau for taking the initiative and getting DC to accurately report its public school expenditures. Now that education reporters can simply open a Census Bureau .pdf file and divide one number by another, I wonder if any will report what DC really spends per pupil? I suspect that they still will not, continuing to mislead the general public, but I would be delighted to be proven wrong.

Oh, and, BTW, this spending figure is about triple what the DC voucher program spends per pupil—and the voucher students have a much higher graduation rate and perform as well or better academically.

By Everette Hatcher III | Comments (0)

Obama’s solution to our healthcare problems: MORE FEDERAL OVERSIGHT!!!

June 29, 2012 – 6:56 am

A Taxing Distinction for ObamaCare

Published on Jun 28, 2012 by

http://www.cato.org/publications/commentary/it-now-falls-congress
http://www.cato.org/publications/commentary/taxing-decision
http://www.cato-at-liberty.org/supreme-court-unlawfully-rewrites-obamacare-to…
http://www.cato-at-liberty.org/congress-its-not-a-tax-scotus-yes-it-is/

The Cato Institute’s Roger Pilon, Ilya Shapiro, Michael F. Cannon, Michael D. Tanner and Trevor Burrus evaluate today’s ruling on ObamaCare at the Supreme Court.

Video produced by Caleb O. Brown and Austin Bragg.

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When I think about how Obamacare would work it turns my attention to how our federal government has run other things so far. When I think of an inner city youth and the opportunities he or her has at our fine public schools today it makes me proud of how our federal government has made such a great educational experience possible for this younger generation. (I guess you have picked up on how I am being very silly and trying to make you laugh.)

The sad truth is that a private voucher program would bring in competition and generate these results but the federal government would rather that does not happen because they want to keep their hand in everything.

We got to get a voucher system in place so inner city youth can have the educational opportunities they deserve.

What DC Schools Can Teach Us about Obamacare

Posted by Andrew J. Coulson

Thanks to today’s Supreme Court ruling, the federal government has gained broad new powers to control the nation’s health care system. This, we are told by the President and his fellow travelers, will save money, expand access, and improve quality. One way to gauge the chances of that is to see what benefits federal oversight has brought to education in the one district in the nation over which Congress has ultimate authority: the District of Columbia public schools.

As I wrote earlier this week, the Census Bureau has now confirmed my finding that DC public schools spend about $30,000 / pupil annually. That is more than double the national average of public schools. Access to schooling may be universal in the District, but access to a quality education is not. As Economist Mark Perry writes, despite its stratospheric spending, DC’s graduation rate of 58.6% is far lower than the national average of 75.5%. The academic performance of its students is also significantly below the national average, and also below the average for other big city districts–in both reading and mathematics. Its achievement gaps by race and socio-economic status are also larger than in other public school districts.

That is how the only public school district in the nation under the control of Congress performs. Nor have nationwide federal education programs shown promise, as the chart below illustrates.

If our experience with education is any guide, a bigger federal role in health care does not bode well.

 

Milton Friedman on school voucher system

Max Brantley of the Arkansas Times Blog reports today that Mitt Romney is for school vouchers. I am glad to hear that. Over and over we hear that the reason private schools are better is because they don’t have to keep the troubling making kids. It reminds me of this short film that I saw many […]

Brummett wants Charter schools to show public schools how to do it”Friedman Friday”

John Brummett (10-26-11, Arkansas Democrat-Gazette online edition) does not want charter schools to put public schools out of business but he wants them to show public schools how to do it. (Paywall) I seek in these matters a kind of Clintonian third-way finesse: I support charter schools only to the extent that they should be […]

Obama rule apply to vouchers?

Introducing the ‘Obama Rule’ Posted by Neal McCluskey In his latest weekly radio address, President Obama featured what will no doubt be a mainstay of his reelection campaign: the “Buffett Rule,” which says that rich people should pay at least the same tax rate as middle-class folks. It’s named after mega-investor Warren Buffett, who famously declared […]

Listing of transcripts and videos of Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” on www.theDailyHatch.org

Everywhere school vouchers have been tried they have been met with great success. Why do you think President Obama got rid of them in Washington D.C.? It was a political disaster for him because the school unions had always opposed them and their success made Obama’s allies look bad. In 1980 when I first sat […]

HERITAGE FOUNDATION VIDEO:What is School Choice?

What is School Choice? Uploaded by HeritageFoundation on Aug 2, 2011 School choice offers families the opportunity to select schools that meet their child’s needs. Watch the video from Heritage Foundation explaining school choice, how it benefits parents and children and why school choice is needed.

Girl Likens Public School Failure to Ban on Teaching Slaves to Read

  Why have blacks that live in bad areas been condemned to inferior schools? A young lady floated an idea out there and was severly punished for her thoughts: Girl Likens Public School Failure to Ban on Teaching Slaves to Read Posted by Andrew J. Coulson A 13-year-old black girl from Rochester likens the pedagogical […]

Friedman Friday” Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 6 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 6 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: FRIEDMAN: But I personally think it’s a good thing. But I don’t see that any reason whatsoever why I shouldn’t have been required […]

Friedman Friday” Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 5 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 5 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Are your voucher schools  going to accept these tough children? COONS: You bet they are. (Several talking at once.) COONS: May I answer […]

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 4 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 4 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: It seems to me that if one is truly interested in liberty, which I think is the ultimate value that Milton Friedman talks […]

Friedman Friday” Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 3 of transcript and video)

Friedman Friday” Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 3 of transcript and video) Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 3 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: If it […]

By Everette Hatcher III | Also posted in Cato Institute, Healthcare, Milton Friedman, President Obama | Comments (0)

Milton Friedman on school voucher system

June 12, 2012 – 8:40 am

Max Brantley of the Arkansas Times Blog reports today that Mitt Romney is for school vouchers. I am glad to hear that.

Over and over we hear that the reason private schools are better is because they don’t have to keep the troubling making kids. It reminds me of this short film that I saw many years ago.

Uploaded by  on Jun 14, 2010

Cleaned up (restored) version of the 1932 “Our Gang” short with just the scenes of Kendall McComas (Breezy), Bobby Hutchins (Wheezer) and Otto Fries (Blacksmith). Everyone wants this poor kid to grow up to be president, but all he wants to be is a streetcar conductor, ‘cuz boy, do they pick up the nickels!.

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If you want to see how Milton Friedman’s school voucher system would work then check out these posts below:

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 1 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 1 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Friedman: These youngsters are beginning another day at one of America’s public schools, Hyde Park High School in Boston. What happens when […]

Sweden’s Voucher Program Part 8

HALT:HaltingArkansasLiberalswithTruth.com Milton Friedman’s film series “Free to Choose” Episode on Education part 6. It was Friedman’s voucher plan that was put into practice in Sweden in 1993. I read an excellent article called “School Choice in Sweden: An Interview with Thomas Idergard of Timbro,” (March 8, 2010) by Dan Lips and I wanted to share […]

Sweden’s Voucher Program Part 7

HALT:HaltingArkansasLiberalswithTruth.com Milton Friedman’s film series “Free to Choose” Episode on Education part 5. It was Friedman’s voucher plan that was put into practice in Sweden in 1993. I read an excellent article called “School Choice in Sweden: An Interview with Thomas Idergard of Timbro,” (March 8, 2010) by Dan Lips and I wanted to share […]

Milton Friedman’s views on vouchers have not been tried?

On the Arkansas Times Blog the person using the username “Jake da Snake” noted, “Friedman also railed long and hard for school vouchers to be adopted, to little avail…” (June 11, 2011). Milton Friedman firmly believed, “competition is a way in which both public and private schools can be required to satisfy their customers.” Here […]


By Everette Hatcher III | Also posted in Milton Friedman | Comments (0)

Brummett wants Charter schools to show public schools how to do it”Friedman Friday”

May 18, 2012 – 5:51 am

John Brummett (10-26-11, Arkansas Democrat-Gazette online edition) does not want charter schools to put public schools out of business but he wants them to show public schools how to do it. (Paywall)

I seek in these matters a kind of Clintonian third-way finesse: I support charter schools only to the extent that they should be given the opportunity—availed by the KIPP schools, for example—to display effective methods that regular public schools should not resent and resist, but be compelled to emulate.

Yes, I understand that emulation would require that politicians give public educators more money. I’m for that. Longer school days and Saturday classes and summer classes aren’t free. KIPP has corporate backing for those kinds of things.

I don’t want charter schools to last forever and undermine public schools. I want their successful methods to be embraced by the public schools and for regular public schools to succeed to the point that alternatives are no longer so compelling. Charter schools should exist in temporary and ever-changing forms, not to show up public schools, but to show them how—not on everything, but on the latest thing.

That sounds good, but if you want the public school system to improve, it will take giving their captive audience an alternative. Many inner city parents would love to be given vouchers and get the same quality education that private schools are giving parents that have lots of money. How can you get around that logic. Meanwhile our inner city schools are becoming filled with violence.

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 1 of 6.

 
Volume 6 – What’s Wrong with our Schools
Transcript:
Friedman: These youngsters are beginning another day at one of America’s public schools, Hyde Park High School in Boston. What happens when they pass through those doors is a vivid illustration of some of the problems facing America’s schools.
They have to pass through metal detectors. They are faced by security guards looking for hidden weapons. They are watched over by armed police. Isn’t that awful. What a way for kids to have to go to school, through metal detectors and to be searched. What can they conceivably learn under such circumstances. Nobody is happy with this kind of education. The taxpayers surely aren’t. This isn’t cheap education. After all, those uniformed policemen, those metal detectors have to be paid for.
What about the broken windows, the torn school books, and the smashed school equipment. The teachers who teach here don’t like this kind of situation. The students don’t like to come here to go to school, and most of all, the parents __ they are the ones who get the worst deal __ they pay taxes like the rest of us and they are just as concerned about the kind of education that their kids get as the rest of us are. They know their kids are getting a bad education but they feel trapped. Many of them can see no alternative but to continue sending their kids to schools like this.
To go back to the beginning, it all started with the fine idea that every child should have a chance to learn his three R’s. Sometimes in June when it gets hot, the kids come out in the yard to do their lessons, all 15 of them, ages 5 to 13, along with their teacher. This is the last one-room schoolhouse still operating in the state of Vermont. That is the way it used to be. Parental control, parents choosing the teacher, parents monitoring the schooling, parents even getting together and chipping in to paint the schoolhouse as they did here just a few weeks ago. Parental concern is still here as much in the slums of the big cities as in Bucolic, Vermont. But control by parents over the schooling of their children is today the exception, not the rule.
Increasingly, schools have come under the control of centralized administration, professional educators deciding what shall be taught, who shall do the teaching, and even what children shall go to what school. The people who lose most from this system are the poor and the disadvantaged in the large cities. They are simply stuck. They have no alternative.
Of course, if you are well off you do have a choice. You can send your child to a private school or you can move to an area where the public schools are excellent, as the parents of many of these students have done. These students are graduating from Weston High School in one of Boston’s wealthier suburbs. Their parents pay taxes instead of tuition and they certainly get better value for their money than do the parents in Hyde Park. That is partly because they have kept a good deal of control over the local schools, and in the process, they have managed to retain many of the virtues of the one-room schoolhouse.
Students here, like Barbara King, get the equivalent of a private education. They have excellent recreational facilities. They have a teaching staff that is dedicated and responsive to parents and students. There is an atmosphere which encourages learning, yet the cost per pupil here is no higher than in many of our inner city schools. The difference is that at Weston, it all goes for education that the parents still retain a good deal of control.
Unfortunately, most parents have lost control over how their tax money in spent. Avabelle goes to Hyde Park High. Her parents too want her to have a good education, but many of the students here are not interested in schooling, and the teachers, however dedicated, soon lose heart in an atmosphere like this. Avabelle’s parents are certainly not getting value for their tax money.
Caroline Bell, Parent: I think it is a shame, really, that parents are being ripped off like we are. I am talking about parents like me that work every day, scuffle to try to make ends meet. We send our kids to school hoping that they will receive something that will benefit them in the future for when they go out here and compete in the job market. Unfortunately, none of that is taking place at Hyde Park.
Friedman: Children like Ava are being shortchanged by a system that was designed to help. But there are ways to help give parents more say over their children’s schooling.
This is a fundraising evening for a school supported by a voluntary organization, New York’s Inner City Scholarship Fund. The prints that have brought people here have been loaned by wealthy Japanese industrialist. Events like this have helped raise two million dollars to finance Catholic parochial schools in New York. The people here are part of a long American tradition. The results of their private voluntary activities have been remarkable.
This is one of the poorest neighborhoods in New York City: the Bronx. Yet this parochial school, supported by the fund, is a joy to visit. The youngsters here from poor families are at Saint John Christians because their parents have picked this school and their parents are paying some of the costs from their own pockets. The children are well behaved, eager to learn, the teachers are dedicated. The cost per pupil here is far less than in the public schools, yet on the average the children are two grades ahead. That is because teachers and parents are free to choose how the children shall be taught. Private money has replaced the tax money and so control has been taken away from the bureaucrats and put back where it belongs.
This doesn’t work just for younger children. In the 60’s, Harlem was devastated by riots. It was a hot bed of trouble. Many teenagers dropped out of school.

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 1 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 1 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Friedman: These youngsters are beginning another day at one of America’s public schools, Hyde Park High School in Boston. What happens when […]

 

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 4 of transcript and video)

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 4 of transcript and video) Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 4 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: It seems to me […]

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 3 of transcript and video) Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 3 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: If it doesn’t, they […]

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 2 of transcript and video)

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 2 of transcript and video) Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 2 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Groups of concerned parents […]

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 6 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 6 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: FRIEDMAN: But I personally think it’s a good thing. But I don’t see that any reason whatsoever why I shouldn’t have been required […]

 

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 5 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 5 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Are your voucher schools  going to accept these tough children? COONS: You bet they are. (Several talking at once.) COONS: May I answer […]

 
 
By Everette Hatcher III | Tagged , , , , | Comments (0)

Obama rule apply to vouchers?

April 26, 2012 – 3:30 pm

Introducing the ‘Obama Rule’

Posted by Neal McCluskey

In his latest weekly radio address, President Obama featured what will no doubt be a mainstay of his reelection campaign: the “Buffett Rule,” which says that rich people should pay at least the same tax rate as middle-class folks. It’s named after mega-investor Warren Buffett, who famously declared that he pays a lower tax rate than his secretary. President Obama and his supporters have run with that, and are employing it to convince the public that such is the norm for the despised “rich.”

Of course that’s not the norm: Buffett is the rare taxpayer who makes almost all his income through investments, and top earners have much higher tax rates than people earning $200,000 and below. So this is clearly not about fairness — it’s about politics.

Two, though, can play at this game. If the President can engage in class warfare he’s also a fair target of it. So why not implement something called the “Obama Rule,” which demands that lower-income people get at least the same educational options as the President? That only seems fair, right, like the Buffett Rule? Indeed, the President himself noted in his weekly address that “ we…have to pay for investments that will help our economy grow and keep our country safe [such as] education.” So why, then, does the President’s 2013 budget zero-out funding for the DC Opportunity Scholarship Program while his daughters go to Sidwell Friends? Shouldn’t other kids in Washington have access to the same excellent private schools as the President’s daughters?

Class envy is hardly the right reason to demand school choice — the right reasons are freedom, competition, innovation, and specialization – but of course all kids should have the same options as President Obama’s daughters! As the President concluded in his weekly address (though, obviously, he wasn’t talking about school choice): “That’s how we’ll make this country a little fairer, a little more just, and a whole lot stronger.” So let’s invoke the Obama Rule, and give lower-income families the same educational choices as the President! It’s simply the fair thing to do.

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 1 of 6.

 
Volume 6 – What’s Wrong with our Schools
Transcript:
Friedman: These youngsters are beginning another day at one of America’s public schools, Hyde Park High School in Boston. What happens when they pass through those doors is a vivid illustration of some of the problems facing America’s schools.
They have to pass through metal detectors. They are faced by security guards looking for hidden weapons. They are watched over by armed police. Isn’t that awful. What a way for kids to have to go to school, through metal detectors and to be searched. What can they conceivably learn under such circumstances. Nobody is happy with this kind of education. The taxpayers surely aren’t. This isn’t cheap education. After all, those uniformed policemen, those metal detectors have to be paid for.
What about the broken windows, the torn school books, and the smashed school equipment. The teachers who teach here don’t like this kind of situation. The students don’t like to come here to go to school, and most of all, the parents __ they are the ones who get the worst deal __ they pay taxes like the rest of us and they are just as concerned about the kind of education that their kids get as the rest of us are. They know their kids are getting a bad education but they feel trapped. Many of them can see no alternative but to continue sending their kids to schools like this.
To go back to the beginning, it all started with the fine idea that every child should have a chance to learn his three R’s. Sometimes in June when it gets hot, the kids come out in the yard to do their lessons, all 15 of them, ages 5 to 13, along with their teacher. This is the last one-room schoolhouse still operating in the state of Vermont. That is the way it used to be. Parental control, parents choosing the teacher, parents monitoring the schooling, parents even getting together and chipping in to paint the schoolhouse as they did here just a few weeks ago. Parental concern is still here as much in the slums of the big cities as in Bucolic, Vermont. But control by parents over the schooling of their children is today the exception, not the rule.
Increasingly, schools have come under the control of centralized administration, professional educators deciding what shall be taught, who shall do the teaching, and even what children shall go to what school. The people who lose most from this system are the poor and the disadvantaged in the large cities. They are simply stuck. They have no alternative.
Of course, if you are well off you do have a choice. You can send your child to a private school or you can move to an area where the public schools are excellent, as the parents of many of these students have done. These students are graduating from Weston High School in one of Boston’s wealthier suburbs. Their parents pay taxes instead of tuition and they certainly get better value for their money than do the parents in Hyde Park. That is partly because they have kept a good deal of control over the local schools, and in the process, they have managed to retain many of the virtues of the one-room schoolhouse.
Students here, like Barbara King, get the equivalent of a private education. They have excellent recreational facilities. They have a teaching staff that is dedicated and responsive to parents and students. There is an atmosphere which encourages learning, yet the cost per pupil here is no higher than in many of our inner city schools. The difference is that at Weston, it all goes for education that the parents still retain a good deal of control.
Unfortunately, most parents have lost control over how their tax money in spent. Avabelle goes to Hyde Park High. Her parents too want her to have a good education, but many of the students here are not interested in schooling, and the teachers, however dedicated, soon lose heart in an atmosphere like this. Avabelle’s parents are certainly not getting value for their tax money.
Caroline Bell, Parent: I think it is a shame, really, that parents are being ripped off like we are. I am talking about parents like me that work every day, scuffle to try to make ends meet. We send our kids to school hoping that they will receive something that will benefit them in the future for when they go out here and compete in the job market. Unfortunately, none of that is taking place at Hyde Park.
Friedman: Children like Ava are being shortchanged by a system that was designed to help. But there are ways to help give parents more say over their children’s schooling.
This is a fundraising evening for a school supported by a voluntary organization, New York’s Inner City Scholarship Fund. The prints that have brought people here have been loaned by wealthy Japanese industrialist. Events like this have helped raise two million dollars to finance Catholic parochial schools in New York. The people here are part of a long American tradition. The results of their private voluntary activities have been remarkable.
This is one of the poorest neighborhoods in New York City: the Bronx. Yet this parochial school, supported by the fund, is a joy to visit. The youngsters here from poor families are at Saint John Christians because their parents have picked this school and their parents are paying some of the costs from their own pockets. The children are well behaved, eager to learn, the teachers are dedicated. The cost per pupil here is far less than in the public schools, yet on the average the children are two grades ahead. That is because teachers and parents are free to choose how the children shall be taught. Private money has replaced the tax money and so control has been taken away from the bureaucrats and put back where it belongs.
This doesn’t work just for younger children. In the 60’s, Harlem was devastated by riots. It was a hot bed of trouble. Many teenagers dropped out of school.

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 1 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 1 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Friedman: These youngsters are beginning another day at one of America’s public schools, Hyde Park High School in Boston. What happens when […]

 

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 4 of transcript and video)

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 4 of transcript and video) Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 4 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: It seems to me […]

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 3 of transcript and video) Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 3 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: If it doesn’t, they […]

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 2 of transcript and video)

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 2 of transcript and video) Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 2 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Groups of concerned parents […]

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 6 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 6 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: FRIEDMAN: But I personally think it’s a good thing. But I don’t see that any reason whatsoever why I shouldn’t have been required […]

 

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 5 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 5 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Are your voucher schools  going to accept these tough children? COONS: You bet they are. (Several talking at once.) COONS: May I answer […]

 

 

By Everette Hatcher III | Also posted in Cato Institute, President Obama | Comments (0)

Listing of transcripts and videos of Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” on www.theDailyHatch.org

April 19, 2012 – 10:09 am

Everywhere school vouchers have been tried they have been met with great success. Why do you think President Obama got rid of them in Washington D.C.? It was a political disaster for him because the school unions had always opposed them and their success made Obama’s allies look bad.

In 1980 when I first sat down and read the book “Free to Choose” I was involved in Ronald Reagan’s campaign for president and excited about the race. Milton Friedman’s books and film series really helped form my conservative views. Take a look at one of my favorite films of his and this one deals with school vouchers:

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 1 of 6.

 
Volume 6 – What’s Wrong with our Schools
Transcript:
Friedman: These youngsters are beginning another day at one of America’s public schools, Hyde Park High School in Boston. What happens when they pass through those doors is a vivid illustration of some of the problems facing America’s schools.
They have to pass through metal detectors. They are faced by security guards looking for hidden weapons. They are watched over by armed police. Isn’t that awful. What a way for kids to have to go to school, through metal detectors and to be searched. What can they conceivably learn under such circumstances. Nobody is happy with this kind of education. The taxpayers surely aren’t. This isn’t cheap education. After all, those uniformed policemen, those metal detectors have to be paid for.
What about the broken windows, the torn school books, and the smashed school equipment. The teachers who teach here don’t like this kind of situation. The students don’t like to come here to go to school, and most of all, the parents __ they are the ones who get the worst deal __ they pay taxes like the rest of us and they are just as concerned about the kind of education that their kids get as the rest of us are. They know their kids are getting a bad education but they feel trapped. Many of them can see no alternative but to continue sending their kids to schools like this.
To go back to the beginning, it all started with the fine idea that every child should have a chance to learn his three R’s. Sometimes in June when it gets hot, the kids come out in the yard to do their lessons, all 15 of them, ages 5 to 13, along with their teacher. This is the last one-room schoolhouse still operating in the state of Vermont. That is the way it used to be. Parental control, parents choosing the teacher, parents monitoring the schooling, parents even getting together and chipping in to paint the schoolhouse as they did here just a few weeks ago. Parental concern is still here as much in the slums of the big cities as in Bucolic, Vermont. But control by parents over the schooling of their children is today the exception, not the rule.
Increasingly, schools have come under the control of centralized administration, professional educators deciding what shall be taught, who shall do the teaching, and even what children shall go to what school. The people who lose most from this system are the poor and the disadvantaged in the large cities. They are simply stuck. They have no alternative.
Of course, if you are well off you do have a choice. You can send your child to a private school or you can move to an area where the public schools are excellent, as the parents of many of these students have done. These students are graduating from Weston High School in one of Boston’s wealthier suburbs. Their parents pay taxes instead of tuition and they certainly get better value for their money than do the parents in Hyde Park. That is partly because they have kept a good deal of control over the local schools, and in the process, they have managed to retain many of the virtues of the one-room schoolhouse.
Students here, like Barbara King, get the equivalent of a private education. They have excellent recreational facilities. They have a teaching staff that is dedicated and responsive to parents and students. There is an atmosphere which encourages learning, yet the cost per pupil here is no higher than in many of our inner city schools. The difference is that at Weston, it all goes for education that the parents still retain a good deal of control.
Unfortunately, most parents have lost control over how their tax money in spent. Avabelle goes to Hyde Park High. Her parents too want her to have a good education, but many of the students here are not interested in schooling, and the teachers, however dedicated, soon lose heart in an atmosphere like this. Avabelle’s parents are certainly not getting value for their tax money.
Caroline Bell, Parent: I think it is a shame, really, that parents are being ripped off like we are. I am talking about parents like me that work every day, scuffle to try to make ends meet. We send our kids to school hoping that they will receive something that will benefit them in the future for when they go out here and compete in the job market. Unfortunately, none of that is taking place at Hyde Park.
Friedman: Children like Ava are being shortchanged by a system that was designed to help. But there are ways to help give parents more say over their children’s schooling.
This is a fundraising evening for a school supported by a voluntary organization, New York’s Inner City Scholarship Fund. The prints that have brought people here have been loaned by wealthy Japanese industrialist. Events like this have helped raise two million dollars to finance Catholic parochial schools in New York. The people here are part of a long American tradition. The results of their private voluntary activities have been remarkable.
This is one of the poorest neighborhoods in New York City: the Bronx. Yet this parochial school, supported by the fund, is a joy to visit. The youngsters here from poor families are at Saint John Christians because their parents have picked this school and their parents are paying some of the costs from their own pockets. The children are well behaved, eager to learn, the teachers are dedicated. The cost per pupil here is far less than in the public schools, yet on the average the children are two grades ahead. That is because teachers and parents are free to choose how the children shall be taught. Private money has replaced the tax money and so control has been taken away from the bureaucrats and put back where it belongs.
This doesn’t work just for younger children. In the 60’s, Harlem was devastated by riots. It was a hot bed of trouble. Many teenagers dropped out of school.
_____
 
 
Milton Friedman congratulated by President Ronald Reagan. © 2008 Free To Choose Media, courtesy of the Power of Choice press kit

Here are some great jobs about Milton Friedman:

“Milton Friedman is a scholar of first rank whose original contributions to economic science have made him one of the greatest thinkers in modern history.”
—President Ronald Reagan

“How grateful I have been over the years for the cogency of Friedman’s ideas which have influenced me. Cherishers of freedom will be indebted to him for generations to come.”
—Alan Greenspan, former Chairman, Federal Reserve System

“Right at this moment there are people all over the land, I could put dots on the map, who are trying to prove Milton wrong. At some point, somebody else is trying to prove he’s right That’s what I call influence.”
—Paul Samuelson, Nobel Laureate in Economic Science

“Friedman’s influence reaches far beyond the academic community and the world of economics. Rather than lock himself in an ivory tower, he has joined the fray to fight for the survival of this great country of ours.”
—William E. Simon, former Secretary of the Treasury

“Milton Friedman is the most original social thinker of the era.”
—John Kenneth Galbraith, former Professor of Economics, Harvard University

Other segments: 

Friedman Friday” Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 6 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 6 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: FRIEDMAN: But I personally think it’s a good thing. But I don’t see that any reason whatsoever why I shouldn’t have been required […]

Friedman Friday” Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 5 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 5 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Are your voucher schools  going to accept these tough children? COONS: You bet they are. (Several talking at once.) COONS: May I answer […]

 

Friedman Friday” Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 3 of transcript and video)

Friedman Friday” Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 3 of transcript and video) Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 3 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: If it […]

Friedman Friday” Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 2 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 2 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Groups of concerned parents and teachers decided to do something about it. They used private funds to take over empty stores and they […]

Friedman Friday” Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 1 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 1 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Friedman: These youngsters are beginning another day at one of America’s public schools, Hyde Park High School in Boston. What happens when […]

By Everette Hatcher III | Also posted in Milton Friedman | Comments (0)

HERITAGE FOUNDATION VIDEO:What is School Choice?

March 27, 2012 – 12:31 am

What is School Choice?

Uploaded by on Aug 2, 2011

School choice offers families the opportunity to select schools that meet their child’s needs. Watch the video from Heritage Foundation explaining school choice, how it benefits parents and children and why school choice is needed.

By Everette Hatcher III | Comments (0)

Girl Likens Public School Failure to Ban on Teaching Slaves to Read

March 5, 2012 – 1:40 pm

Why have blacks that live in bad areas been condemned to inferior schools? A young lady floated an idea out there and was severly punished for her thoughts:

Girl Likens Public School Failure to Ban on Teaching Slaves to Read

Posted by Andrew J. Coulson

A 13-year-old black girl from Rochester likens the pedagogical malfeasance of her public school to the deliberate prohibition against teaching slaves to read–as recounted by Frederick Douglass in his autobiography. And she is hounded out of the school.

We can do better than this. We need a free marketplace in education with financial assistance to ensure universal access. Scholarship donation and personal use education tax credits can do that.

If you want the public school system to improve, it will take giving their captive audience an alternative. Many inner city parents would love to be given vouchers and get the same quality education that private schools are giving parents that have lots of money. How can you get around that logic. Meanwhile our inner city schools are becoming filled with violence.

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 1 of 6.

 
Volume 6 – What’s Wrong with our Schools
Transcript:
Friedman: These youngsters are beginning another day at one of America’s public schools, Hyde Park High School in Boston. What happens when they pass through those doors is a vivid illustration of some of the problems facing America’s schools.
They have to pass through metal detectors. They are faced by security guards looking for hidden weapons. They are watched over by armed police. Isn’t that awful. What a way for kids to have to go to school, through metal detectors and to be searched. What can they conceivably learn under such circumstances. Nobody is happy with this kind of education. The taxpayers surely aren’t. This isn’t cheap education. After all, those uniformed policemen, those metal detectors have to be paid for.
What about the broken windows, the torn school books, and the smashed school equipment. The teachers who teach here don’t like this kind of situation. The students don’t like to come here to go to school, and most of all, the parents __ they are the ones who get the worst deal __ they pay taxes like the rest of us and they are just as concerned about the kind of education that their kids get as the rest of us are. They know their kids are getting a bad education but they feel trapped. Many of them can see no alternative but to continue sending their kids to schools like this.
To go back to the beginning, it all started with the fine idea that every child should have a chance to learn his three R’s. Sometimes in June when it gets hot, the kids come out in the yard to do their lessons, all 15 of them, ages 5 to 13, along with their teacher. This is the last one-room schoolhouse still operating in the state of Vermont. That is the way it used to be. Parental control, parents choosing the teacher, parents monitoring the schooling, parents even getting together and chipping in to paint the schoolhouse as they did here just a few weeks ago. Parental concern is still here as much in the slums of the big cities as in Bucolic, Vermont. But control by parents over the schooling of their children is today the exception, not the rule.
Increasingly, schools have come under the control of centralized administration, professional educators deciding what shall be taught, who shall do the teaching, and even what children shall go to what school. The people who lose most from this system are the poor and the disadvantaged in the large cities. They are simply stuck. They have no alternative.
Of course, if you are well off you do have a choice. You can send your child to a private school or you can move to an area where the public schools are excellent, as the parents of many of these students have done. These students are graduating from Weston High School in one of Boston’s wealthier suburbs. Their parents pay taxes instead of tuition and they certainly get better value for their money than do the parents in Hyde Park. That is partly because they have kept a good deal of control over the local schools, and in the process, they have managed to retain many of the virtues of the one-room schoolhouse.
Students here, like Barbara King, get the equivalent of a private education. They have excellent recreational facilities. They have a teaching staff that is dedicated and responsive to parents and students. There is an atmosphere which encourages learning, yet the cost per pupil here is no higher than in many of our inner city schools. The difference is that at Weston, it all goes for education that the parents still retain a good deal of control.
Unfortunately, most parents have lost control over how their tax money in spent. Avabelle goes to Hyde Park High. Her parents too want her to have a good education, but many of the students here are not interested in schooling, and the teachers, however dedicated, soon lose heart in an atmosphere like this. Avabelle’s parents are certainly not getting value for their tax money.
Caroline Bell, Parent: I think it is a shame, really, that parents are being ripped off like we are. I am talking about parents like me that work every day, scuffle to try to make ends meet. We send our kids to school hoping that they will receive something that will benefit them in the future for when they go out here and compete in the job market. Unfortunately, none of that is taking place at Hyde Park.
Friedman: Children like Ava are being shortchanged by a system that was designed to help. But there are ways to help give parents more say over their children’s schooling.
This is a fundraising evening for a school supported by a voluntary organization, New York’s Inner City Scholarship Fund. The prints that have brought people here have been loaned by wealthy Japanese industrialist. Events like this have helped raise two million dollars to finance Catholic parochial schools in New York. The people here are part of a long American tradition. The results of their private voluntary activities have been remarkable.
This is one of the poorest neighborhoods in New York City: the Bronx. Yet this parochial school, supported by the fund, is a joy to visit. The youngsters here from poor families are at Saint John Christians because their parents have picked this school and their parents are paying some of the costs from their own pockets. The children are well behaved, eager to learn, the teachers are dedicated. The cost per pupil here is far less than in the public schools, yet on the average the children are two grades ahead. That is because teachers and parents are free to choose how the children shall be taught. Private money has replaced the tax money and so control has been taken away from the bureaucrats and put back where it belongs.
This doesn’t work just for younger children. In the 60’s, Harlem was devastated by riots. It was a hot bed of trouble. Many teenagers dropped out of school.

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 1 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 1 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Friedman: These youngsters are beginning another day at one of America’s public schools, Hyde Park High School in Boston. What happens when […]

 

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 4 of transcript and video)

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 4 of transcript and video) Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 4 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: It seems to me […]

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 3 of transcript and video) Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 3 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: If it doesn’t, they […]

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 2 of transcript and video)

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 2 of transcript and video) Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 2 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Groups of concerned parents […]

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 6 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 6 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: FRIEDMAN: But I personally think it’s a good thing. But I don’t see that any reason whatsoever why I shouldn’t have been required […]

 

Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 5 of transcript and video)

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 5 of 6.   Volume 6 – What’s Wrong with our Schools Transcript: Are your voucher schools  going to accept these tough children? COONS: You bet they are. (Several talking at once.) COONS: May I answer […]

 

 

By Everette Hatcher III | Comments (0)

Friedman Friday” Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 6 of transcript and video)

December 9, 2011 – 12:53 am

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 6 of 6.

 
Volume 6 – What’s Wrong with our Schools
Transcript:
FRIEDMAN: But I personally think it’s a good thing. But I don’t see that any reason whatsoever why I shouldn’t have been required to pay back that money. Individuals pursuing their separate individual interests also provide public benefits. Of course I think that the public benefited from my getting an education, but the primary beneficiary was me. I was the one who got the benefit from it. I was the one who had the higher income.
COONS: We know you benefited from it.
FRIEDMAN: I know I benefited, I don’t know about the public.
McKENZIE: I’d like others of you to react to the idea of moving from state education at the higher level, which is based upon low fees in state universities, in favor of a loan system. This has been hotly debated in many other countries, too. What’s your own feeling about that?
COONS: Being a tenured professor at a state university I suppose you’ve really put me on the spot. I hope none of my friends are listening. But I tend to agree in general with Milton Friedman that we ought to find a way to open up to all classes, all income classes the kinds of opportunities that the middle class have at my university. And I cannot give you __ we don’t have time to go through all of the kinds of ways in which we would do it, but I would just personally, it seems to me we ought to let people come free at the beginning and pay it back out of their income over their life span, so if they make a lot of money, they pay back a lot of money. Perhaps we can run the whole university in the future on their success, to which we contributed with our teaching. And if they don’t make any money, they don’t pay anything back, and that’s okay too.
FRIEDMAN: And you ought to share in the losses if they don’t.
SHANNON: I can’t think of anything __
COONS: Exactly.
SHANNON: I can’t think of anything that would frighten poor people more than the thought at the end of the four years or six or seven or eight years of higher education, they have this albatross around their neck __
COONS: Only if they’re rich. Only if they become rich.
FRIEDMAN: There’s no albatross __ would you say the same thing about people in this country who start private businesses every year. Many of them lose money. Many of them make money. Would you say that nobody is gonna start a business because he might end up with an albatross? You ought to let people decide that for themselves. What I really want to know is a very different thing. How do you justify taxing the people in Watts, to send the children from Beverly Hills to college? That’s a demagogic statement, but it happens to be empirically a correct statement. How do you justify it?
SHANKER: Well I don’t know how we justify taxing all the people of this country to send the GI’s under the GI Bill, but I’m very grateful that we did it. I don’t know what this country would have done in a postwar period without a huge number of educated people in a whole bunch of fields that opened up after that. I doubt very much that the GI’s would have come back at the age that they were and everything else, and would have decided that now they’re gonna take out loans in order to go to college.
VOICE OFF SCREEN: And a lot of them were poor.
SHANKER: Yes, they were poor, and they went because they had government support to go, and because basically there were a lot of state-supported low-tuition schools, and if you didn’t have the state schools, and if you didn’t have the government support we wouldn’t __ we would have been without those people, and I don’t know what would have happened either to our strength or to our economy.
FRIEDMAN: The history of this country goes back a little bit before 1945. It goes back 200 years. The state schools, universities, were a minor part of the total higher educational system for a long time. That educational system did generate a great many educated and schooled people, a great many people who made great contribution to this country.
SHANKER: What percentage of people went to college before World War II in this country?
FRIEDMAN: The percentage that was going to college was going up and rising. You know __ let me tell you one __ another statistic __ I hate to introduce statistics. But let me tell you one more. Do you know that the percentage of the students at private universities who come from low-income classes is higher than the percentage of students at state universities, at government universities that come from the lowest income families.
SHANKER: Because they are there with government assistance.
FRIEDMAN: Most cases they are there with __
SHANKER: They are there with government assistance which in many cases favors the private as against the public schools.
FRIEDMAN: In most cases they are there with private scholarships that have been contributed by people __
SHANKER: Some of them, some of them, yes.
FRIEDMAN: __ which is all to the good.
McKENZIE: Dr. Anrig on this.
ANRIG: We come back to the point that I tried to make earlier with Dartmouth, the reason the public higher education system developed, the reason that you have the UCLA’s and others is not simple that government went amuck or bureaucrats went that way; but because eight of those students were not getting into Dartmouth, and there was not a place for them. And it was public higher education that opened up its doors to those students. Those are the youngsters that now have an opportunity they wouldn’t have had before. I think on the issue of loans that it’s as with all complex human tasks, it’s not an either/or situation. You need a mix of strategies on the issue of alternatives for youngsters in schools. I think you can have, as indeed you do have, alternatives within public school systems. I think you can have alternatives within schools. I think you can have competition through open enrollment kinds of arrangements. I am fearful, however, always for those eight youngsters than can’t get in to something which is basically selective and exclusive. If you can assure us __
FRIEDMAN: Well, let’s go back __
ANRIG: __ that those eight youngsters all will be provided with equal attention, equal opportunity and equal rights. Then I would begin to be more interested in the alternative.
FRIEDMAN: But I want to suggest to you that we’re not proposing, neither Jack Coons nor I, to dismantle anything. We’re only saying, put up or shut up. Either show that you can produce the kind of education people are willing to go and get, or reduce your size, go out of business. We are only proposing that there be a wider range of alternatives. Now, it is not true __ let me put a different point to you. There are a small minority of people who are problems. Is it desirable to impose a straightjacket on a hundred percent of the people, or ninety percent of the people, in order to provide special assistance or special help to four or five or ten percent of the people? Not at all. I think that there’s a big difference between two kinds of systems. One kind of system in which the great bulk of parents have effective freedom to choose the kind of schools their children go to, whether it’s the lower or the higher level. And there are programs and provisions for a small minority. That’s one kind of a system. That isn’t what we have now. What people in the public school system, people like yourselves do, they do not want to give up the monopoly of the public school system any more than the Post Office want to give up the monopoly of delivering mail.
ANRIG: I think you attribute the monopoly desire to the bureaucrat. And I don’t think that’s right. The concern of the public school is for being sure that every youngster in this country gets access to a public education.
FRIEDMAN: Excuse me. You have had an attempt to introduce voucher experiments around the country. Every one of those attempts, as at Alamrock (phonics) and elsewhere, has been prevented by the opposition of the educational bureaucracy.
ANRIG: Oh, but, no, no, you can’t __ that’s a glittering generality.
FRIEDMAN: That was true in New Hampshire, it was true in Connecticut.
SHANKER: It was not true in Alamrock (phonics) because Alamrock was not what you might call a voucher system, it was a kind of a system of free choice within public schools.
FRIEDMAN: I agree, I agree.
SHANKER: And whether one school did better in its scores, others did worse, and when you measured the whole system when it was all over, the scores were exactly the same as they were before, except that some students had moved to other schools and the grades were better in one school as against another. We do very strongly oppose a voucher system which will end up with public schools being abandoned and thereby destroyed. largely. They will become the schools for those who can’t get in anywhere else, or who are expelled elsewhere.
VOICE OFF SCREEN: So if you had a voucher system __
SHANKER: Because if you compel public schools to educate all children, including the most difficult, and if you have other schools, that have _
FRIEDMAN: It isn’t compelling public schools, it’s compelling parents _
SHANKER: No, no, it’s public schools. The public school cannot say to a parent, “Your child is very difficult. Your child throws things. Your child screams & yells. Your child takes all the attention of the teacher, therefore, get out and go find a private school.” On the other hand, you have hundreds of private schools in this country where when they get a very disturbed child, out that child goes. And where does that child go? The public schools must take him.
FRIEDMAN: But look at __
SHANKER: And that’s what we have. We have one system of schools which cream, and which throw out the most difficult __ you know, it would be like the hospital throwing out all the sick patients and keeping the healthy ones.
McKENZIE: Well, there we leave this week’s discussion. We hope you’ll join us for the next episode of Free to Choose.
By Everette Hatcher III | Also posted in Milton Friedman | Comments (0)

Friedman Friday” Free to Choose by Milton Friedman: Episode “What is wrong with our schools?” (Part 5 of transcript and video)

December 2, 2011 – 12:52 am

Here is the video clip and transcript of the film series FREE TO CHOOSE episode “What is wrong with our schools?” Part 5 of 6.

 
Volume 6 – What’s Wrong with our Schools
Transcript:
Are your voucher schools  going to accept these tough children?
COONS: You bet they are. (Several talking at once.)
COONS: May I answer the question?
SHANKER: If they accept those children, I’ll tell you what’s gonna happen.
COONS: Okay, you tell me and then I’ll tell you.
SHANKER: What’s gonna happen is that the parents of all the other children are gonna move right out and go to another school, because ultimately you’re going to have to deal with hardcore problems__
McKENZIE: John Coons.
SHANKER: __ whether it’s in a private school or whether it’s in a public school.
COONS: In other words, that kid isn’t tough in the school that he’s in because he’s stuck there, he’s just a rotten, tough kid.
SHANKER: He may be a kid with a lot of problems, not rotten, a kid with a lot of problems.
COONS: And it will never __ you can’t imagine a situation where if he were given choice, and allowed to go to a school that he liked, and to which he would connect emotionally that he would no longer be a troublemaker, but that he would like to stay in a place where he has chosen and would therefore do what is necessary to stay there and to learn.
SHANKER: You know, I don’t think you’ve been near schools or classrooms for a heck of a long time.
COONS: Thanks a lot.
(Laughter and applause.)
COONS: I happen to have five kids who’ve done a lot of time in public and private schools both.
SHANKER: We’re not talking about the problems of your children, though.
McKENZIE: Let’s get around the table, I want to __
FRIEDMAN: No, no. I have to get to this point, because I think it’s a very crucial one. I don’t think Mr. Shanker is saying that you should never use a doctor if you have cancer who hasn’t himself had cancer.
SHANKER Oh, I didn’t say that.
FRIEDMAN: Let’s get rid of the idea that the only people who are competent to judge about whether a school is good or bad is a parent who at the moment has children in that school. The plain fact is that children are not born troublemakers. They do not emerge from the womb __ some of them do, of course, but most of them do not. Most of the cases of the tough kids in the schools you’re talking about are tough kids because they’re lousy schools. Because the schools do not evoke their interest. Because the school does not __
SHANKER: You’re dead wrong. You’re dead __
(Several talking at once.)
McKENZIE: Now wait a minute now, Greg Anrig on this one. Milton, let __
ANRIG: It’s not often I have a chance to tell a professor he’s wrong. With all respect, Professor, the problems that you see in the urban schools of this country are not problems of the schools, they are problems of poverty. And they are problems of what do you do when for demographic and sociological and economic reasons, in a country like ours, you begin to concentrate those people who are poor in the inner and older parts of the cities of our country. That’s when the problem comes, and it’s not just a problem with schools. It’s a problem of housing, of jobs, of medical care, of social services, and the same problems crop up, and to say that the answer to that is take one part of that element and say, just set up a competitive marketplace, is not dealing with the problem. The problem is the problem of poverty.
FRIEDMAN: We’ve dealt with the problem __
SHANNON: I am struck the anomaly. The anomaly that rises out of this discussion of the voucher system. The facts are that government support __ call it subventions, call it direct aid, call it grants in aid, call it vouchers, call it anything, will lead ultimately to government control of the private schools, thus undercutting the alternative nature of private schooling and hurting it at its very source.
VOICE OFF SCREEN: Well, then you ought to look at our initiative.
FRIEDMAN: We’ve had long experience with that on the higher education level. You have the whole GI Bill. Did the GI Bill really lead, fundamentally, to control of all the schools. There’s a fundamental difference between government giving money to an institution, to a school, that does lead to control directly, and government giving money to people to use, the food stamps don’t determine what people buy with their food stamps. They may be a good or a bad program, that’s not my point. My point is that don’t underestimate the crucial difference between making money available to parents to spend as they choose to exercise their judgment, and making money available to institutions like schools, which they spend subject to all the conflicts which they have with school teachers and others.
ANRIG: You use Dartmouth as an example, and I think the concerns that I have about the voucher systems, the various ones proposed, is not with the one applicant that can get accepted to Dartmouth, but with the eight applicants that don’t get accepted to Dartmouth. What’s going to happen to those __ or that group of youngsters. You can have a situation in the free marketplace where everybody takes the cream, but what about the youngster that doesn’t measure up? What about the youngster that’s a risk? It seems to me that some of the greatest leaders of this country were people that would have been rejected by Dartmouth, and most of the Ivy League schools.
McKENZIE: Let’s get other views on this, then we’ll come back to you, Milton.
FRIEDMAN: No, no. I just want to comment, because I have to comment on two points, the one he made earlier about poverty and this one. But on this one. Dartmouth is one of the best examples of the private schools. UCLA is one of the best examples of the state schools. That’s why we chose it. There are many other private schools which are not as selective and do not __ are not available to people who can’t make the Dartmouth cut. There are many other public schools, state schools, that are less advanced than UCLA and the California system. There are all sorts of grades of schools. But the difference between the two is the same at lower levels. Now I do want to make one comment going back to your poverty thing; and that is that, first of all, other programs in this series deal with the issues you’ve raised. But, second, do not underestimate the role which bad schooling, provided by our present governmental mechanism has played in creating poverty. It’s been a major source, particularly among black and white teenagers coming up in the slums, it’s been a major source of their difficulties of getting out of the trap of poverty. So it’s not a one-way relation between poverty and the schools, the schools themselves bear a great deal of responsibility.
SHANKER: Well, the reason the schools bear it, and it isn’t the schools directly, it’s that we don’t put enough resources in for children who need special and additional help because they are not getting it in their homes or they’re not getting the same sort of support in home and community as middle class kids do, and then we wait until the child is 16 or 17 and drops out, and then we provide a youth employment program for them where we spend between five and ten thousand dollars to try to undo what could have been undone in the first, second and third grade if we had a decent investment in the public schools.
FRIEDMAN: I have never yet known anybody who was trying to defend a government program who didn’t say all it’s evils came from the fact that it wasn’t big enough. Now the facts are __
SHANKER: Would you think the children with problems need the same amount of education __
FRIEDMAN: No, no.
SHANKER: __ the same amount as children who don’t have special problems?
FRIEDMAN: No, but I just want to tell you some facts. The number of students in schools has been going down. The total expenditures on schools, allowance being made for inflation, after allowing for inflation has been going up. The number of pupils has been going down, the number of teachers have been going up, and by all accounts the quality has been going down.
SHANKER: But I have to explain __
(Several talking at once)
McKENZIE: Milton, just a minute. I want to hold you __ Mr. Shanker, Mr. Shanker. We got onto higher education and I don’t want to leave it without getting the rest of Milton’s thoughts on it. In particular, you seem to be coming to say at the end of the film that the right answer is a system of realistic loans where people, therefore, know what it’s costing, rather than trying to hold down college fees and that kind of thing.
FRIEDMAN: Absolutely.
McKENZIE: Yeah. And__
FRIEDMAN: I think that the higher education is the most disgraceful example on the record. I know of no governmental program that seem to me is so unfair and disgraceful in imposing costs on low income people to benefit high-income people. We in the upper and middle income classes have conned the poor in this country to supporting our children in going through college and university and we don’t __ and we scream to the treetops about how disinterested and how public-spirited we are. We ought to have a system under which everybody who wants to go to college can go there. He has to pay his own way, either now or later on, and the schemes I have in mind, if we developed them more fully, and as I have in other contexts in other areas, are along the line of the educational opportunity bank, that Professor Zacharias of MIT and a commission appointed by President Johnson came up with as a way of enabling students to finance their own higher education without facing the problem you raised of ending up with a large dollar debt.
ANRIG: I do think __
McKENZIE: Dr. Anrig.
ANRIG: With some trepidation, Professor, I raise a question of taxation. That is that I agree that we need better loan systems than we have, but as I understand the American tax system in general, as a generality, it is a graduated system.
FRIEDMAN: Absolutely.
ANRIG: It is an equalizing system.
FRIEDMAN: Absolutely.
ANRIG: And to reach the conclusion that the __
FRIEDMAN: No, no, it is not. It’s on paper, but you’ve got to look at the facts.
McKENZIE: Let him make his point, yes.
ANRIG: Well, I’m trying to __ it is a system which the wealthier get __ or the middle class get taxed more than somebody who’s making a lesser salary. To say then that the poor are funding __
FRIEDMAN: That’s true.
ANRIG: __ public higher education, where middle class youngsters and by the way a lot of poor youngsters go as well, it doesn’t fit with my understanding at least of the tax system. Now I’m not an economist, I admit it.
FRIEDMAN: Well, it turns out that there have been some very careful studies made of exactly what you’re describing. There’s one particularly careful one for California. There’s one for Florida. These show __ it’s not a minor item, that if you take the total receipts from expenditures on higher education going to the lower classes, and the total taxes they pay that are used for higher education, the lower classes are paying more than they’re getting, and the higher classes are getting more than they are paying for.
(Several talking at once.)
FRIEDMAN: Now I myself am a beneficiary of this subsidy. I’m one of the worst cases on record. I went to a state school, Rutgers University. I went on a state scholarship. The poor suckers in the State of New Jersey paid for my going to college. I personally think that was a good thing, there are many people who have different opinions about that. (Laughing)
 
By Everette Hatcher III | Also posted in Milton Friedman | Comments (0)